CONCEPTS OF TEACHING AND LEARNING

Learning

All of us understand things in the light of our past experience. This is also true of ‘learning’ – we get our
ideas of what ‘learning’ means from what happened to us in the past. So, for example, we may think of
‘learning’ as something which takes place in a school or college, in a classroom. We may think of it as a
person sitting alone at night, trying to memorise a lot of facts so that s/he can pass an examination.
However, a bit of reflection will show us that ‘learning’ is much wider than that. After all, children learn
a great deal before they even get to school - they learn to speak, to walk. Educational psychologists tell
us that any activity which leads to a change in our behaviour is ‘learning’. Here are some more ideas
about ‘learning’:

Learning can be formal or informal: We learn informally from what we experience day by day: things
which happen to us make us change the way we think and act. We may not even be aware that we are
learning, which may cause problems - for example, health workers may learn bad attitudes from the
example of others. Of course, learning may also be formal: we attend a course which is planned in a
structured way, in a school or college.

We don’t just learn knowledge and facts - we also learn skills and attitudes. This is especially important
for health workers, since it is in our practical work that we have an effect on the health of the people we
serve. Interestingly, we learn knowledge, skills and attitudes in different ways - for example, we may
learn a new idea from a discussion, but we learn skills by practicing them and getting feedback.

People learn in different ways: Researchers have identified different ‘learning styles’.2 some people are
‘receivers’: they like to memorise what is given to them. This is a very common style, and it is reinforced
by teachers who expect students to memorise, and reward them for it. Other people are ‘detectives’:
they like to investigate what they are learning themselves, to get to understand it. Yet others are
‘generators’: they like to decide themselves what they want to learn, and then look for opportunities to
learn those things.

Learning can be superficial or deep: If knowledge is only memorised (superficial learning) it is soon
forgotten, and may never affect the way that person does her/his work. If the learner is made to use the
new knowledge actively, the learning becomes deep. The learner connects the new knowledge to the
concepts that s/he already has, and understands how it can be used practically. It is, therefore, much
more likely to be remembered and used.

Motivation is important for learning: What is it that makes people want to learn? Some learn because
they want to do a better job - they get satisfaction from the feeling that they are competent. People are
also very strongly motivated by the hope that they will be rewarded - for instance, by gaining a
qualification, leading to a promotion and better pay. The need to pass exams is therefore a very strong
motivator.

Learning continues throughout a person’s lifetime - at least informally. We all know that health workers
should continue to learn throughout their careers, because new information about health is constantly
becoming available. However, many workers do not have access to formal in-service training.
This means they themselves have to take the responsibility for staying up-to-date - they have to become
‘life-long learners’.

Teaching

Once again, our understanding of what ‘teaching’ is, is based on our past experience. Our earliest
experience was in school, where the teacher was also a ‘master’ or ‘mistress’, standing in front of the
class, telling us what to do and what to learn. Some of us experienced the same kind of ‘teaching’ at
college. Others may have experienced teaching where the ‘teacher’ is more of an equal, who takes
account of the learner’s experience and even learns from the learner. That is why Abbott and McMahon
say: ‘Teaching is helping other people to learn’. They go on to say that the job of ‘teaching’ has four
elements:

The teacher has to decide what students should learn. The students may take part in this decision, but
all are guided by the same principle: it is the job that people have to do, that determines what they
should learn. They have to learn all the knowledge, skills and attitudes that they need to perform a
specific job. They teach what they ‘must know’ and ‘should know’, not what is ‘nice to know’.

The teacher has to help the learners to learn. This does not mean that the teacher ‘spoon feeds’ the
students, as if they were babies. It does mean that the teacher’s first concern should be that the
students should learn as well as possible. Teaching sessions or classes have to be planned carefully,
taking into account the learning styles, the language, and the background of the students. In short, the
teachers must be student centered, not teacher centered.

The teacher has to make sure that the students have learnt - s/he has to assess them. Assessment helps
teachers and students to see how well the students are progressing, so that they can attend to any
weaknesses. It sets a standard, so that society is given people who are competent to practice.
Assessment must be carefully planned so that it supports the learning we want to see- we know that
students learn what they believe they need to pass the exams, and leave out the rest …

The teacher has to look after the welfare of her/ his students. Students who are stressed and unhappy
do not learn well. Good teachers try to ensure that the general living conditions and environment of
their students are adequate. They also provide opportunities for personal counselling for them.
Teachers need to cultivate an open and trusting relationship with their students.

GLOSSARY OF TERMS USED IN TEACHING

Aims A general statement of what is intended in a particular lesson or course of study

Assessment A means of comparing students' actual achievement with a desired standard of

achievement as outlined in the syllabus

Brainstorming A collection of ideas shared in a group encouraging free expression

Buzz group Discussion in groups of 2–4 people

Case study∗∗∗∗ Text description to facilitate imagination and discussion of a possible situation

Course design The systematic planning of a period of study for a particular group of students
Curriculum planning A plan worked out in advance fixing the order or the timetable of a group of
educational activities for a particular course - aims, content, methods, evaluation

Demonstration Teacher activity – e.g., to teach a practical skill or why certain outcomes occur

Directed private study Time set aside by the teacher for students to study a particular subject

Evaluation The process of reviewing particular areas of study to estimate their effectiveness
according to student needs and any changing factors

Exposition An interrupted lecture where the teacher will stop to answer a question or explain
further

Feedback Information received by the teacher about the success of, or problems experienced
with, a session or course as it is progressing

Learning objectives/outcomes Specific statements of behaviour by a student after a period of learning

– proving they have learned

Learning strategies/ teaching methods Activities chosen by the teacher to help students learn

Lecture Subject introduced and delivered by the teacher in a specific time which transmits information

Lesson plan A ‘sketch map’ of a particular session for a particular group of students, based on
objectives and teaching methods with intended timing of activities

Practical Student activity – e.g., learning a skill or group work

Programmed learning A planned exercise to enable individual learning, e.g., in a manual or a computer
programme

Project A task based on investigation with a specific time-table. The teacher will advise the student on
resources and materials. The student reports back with findings, usually in written format

Resources (a) Any source of information from which students are able to learn, e.g., library,
teaching materials, human resources (other students, teachers, etc.). All these are referred to as
‘learning resources’

(b) Funding, staffing, equipment – anything required to run a course

Role play ∗∗∗∗ Similar to case study (see above). A situation is acted out to create insight into students
own behaviour

Scheme of work A session by session plan addressing a specific topic for a particular group of students
which includes objectives, methods, content, resources, and assessment procedures. Based on a
syllabus

Seminar A group of about 8–12 people following up something that has already been introduced
on the course. Involves reading of an essay or paper by one group member followed by discussion

Simulation∗∗∗∗ Similar to a case study and role play (see above)

Syllabus A statement of aims and content for subject areas

Syndicate work A task given by the teacher to a group of students to complete in a period of time. The
students are required to report back to the teacher

Tutorial One-to-one teaching (student and teacher) usually for counselling purposes based on the
student’s work

Weighting The emphasis, in terms of time and the allocation of marks in assessment, placed on an area
of study in comparison with other areas of study